El estudio de mapas conceptuales por medio del eye tracker: un estado de la cuestión (mapa conceptual)

Rovira, Cristòfol El estudio de mapas conceptuales por medio del eye tracker: un estado de la cuestión (mapa conceptual)., 2015 UNSPECIFIED. (Unpublished) [Other]

This is the latest version of this item.

[img] Text
mapa-estado-cuestion.pdf
Download (187kB)

English abstract

In this conceptual map, we will be carrying out an in-depth analysis of a series of investigations involving concept maps used in eye tracking methodology. The background to this kind of research is analyzed: on the one hand we will focus on generic scientific literature about those concept maps with theoretical foundations in the psychology of learning, and secondly the literature of eye tracking in teaching and learning will be reviewed.

Spanish abstract

En este mapa conceptual se presentan los resultados de una revisión bibliográfica sobre las investigaciones publicadas hasta la fecha sobre mapas conceptuales aplicando la metodología del seguimiento de la mirada. Se estudian los antecedentes de este tipo de trabajos: por un lado la producción científica genérica sobre mapas conceptuales con bases teóricas en la psicología del aprendizaje y por otro lado la metodología del seguimiento de la mirada aplicada a la investigación sobre la enseñanza y el aprendizaje.

Item type: Other
Keywords: Concept map, Knowledge map, Graphic organizer, Node-link map, Eye tracking, Eye movements, comprehensive analysis, Literature reviews
Subjects: I. Information treatment for information services > ID. Knowledge representation.
Depositing user: Cristòfol Rovira
Date deposited: 23 Nov 2015 08:36
Last modified: 23 Nov 2015 08:36
URI: http://hdl.handle.net/10760/28299

Available Versions of this Item

References

Adesope, O. O.; Nesbit, J. C. (2009). Handbook of Research on Collaborative Learning Using Concept Mapping. (P. Lupion Torres & R. de Cássia Veiga Marriott, Eds.)Handbook of Research on Collaborative Learning Using Concept Mapping. IGI Global. http://doi.org/10.4018/978-1-59904-992-2

Adesope, O. O.; Nesbit, J. C. (2013). Animated and static concept maps enhance learning from spoken narration. Learning and Instruction, 27, 1–10. http://doi.org/10.1016/j.learninstruc.2013.02.002

Åhlberg, M. (2004). Varieties of concept mapping. Proc. of the First Int. Conference on Concept Mapping, (1998), 1–4.

Amadieu, F.; van Gog, T.; Paas, F.; Tricot, A.; Mariné, C. (2009). Effects of prior knowledge and concept-map structure on disorientation, cognitive load, and learning. Learning and Instruction, 19(5), 376–386. http://doi.org/10.1016/j.learninstruc.2009.02.005

Anderson-Inman, L.; Horney, M. (1996). Computer-Based Concept Mapping: Enhancing Literacy with Tools for Visual Thinking. Journal of Adolescent & Adult Literacy, 40(4), 302–306. http://doi.org/10.2307/40013436

Ausubel, D. P. (1960). The use of advance organizers in the learning and retention of meaningful verbal material. Journal of Educational Psychology, 51(5), 267–272. http://doi.org/10.1037/h0046669

Ausubel, D. P. (1963). The psychology of meaningful verbal learning. Oxford: England: Grune & Stratton.

Ausubel, D. P. (1968). Educational Psychology: A Cognitive View. Holt, Rinehart and Winston.

Ausubel, D. P. (1978). In defense of advance organizers: A reply to the critics. Review of Educational Research, 251–257.

Ausubel, D. P. (2012). The Acquisition and Retention of Knowledge: A Cognitive View. Springer Netherlands.

Ball, L. J.; Lucas, E. J.; Miles, J. N. V; Gale, A. G. (2003). Inspection times and the selection task: what do eye-movements reveal about relevance. The Quarterly Journal of Experimental Psychology. A, Human Experimental Psychology, 56(6), 1053–1077. http://doi.org/10.1080/02724980244000729

Bisra, K. (2010). How Learners Visually Navigate Concept Maps : an Analysis of Eye Movements. Simon Fraser University.

Bisra, K.; Nesbit, J. C. (2012a). From the How Learners Visually Navigate Concept Maps : An Analysis of Eye Movement Single Transitions. In American Educational Research Association Annual Conference. Vancouver, Canada.

Bisra, K.; Nesbit, J. C. (2012b). Learning From Concept Maps: Validating the Use of Eye-Movement Data. In American Educational Research Association Annual Conference. Vancouver, Canada.

Burch, M.; Heinrich, J.; Konevtsova, N.; Höferlin, M.; Weiskopf, D. (2011). Evaluation of traditional, orthogonal, and radial tree diagrams by an eye tracking study. IEEE Transactions on Visualization and Computer Graphics, 17(12), 2440–2448. http://doi.org/10.1109/TVCG.2011.193

Buzan, T.; Buzan, B. (1995). The Mind Map Book: Radiant Thinking The Major Evolution in Human Through. London: BBC Worldwide Publishing.

Cañas, A. J.; Coffey, J. W.; Carnot, M. J.; Feltovich, P.; Hoffman, R. R.; Feltovich, J.; Novak, J. D. (2003). A Summary of Literature Pertaining to the Use of Concept Mapping Techniques and Technologies for Education and Performance Support, 1 –108.

Chang, K. E.; Sung, Y. T.; Chen, S. F. (2001). Learning through computer-based concept mapping with scaffolding aid. Journal of Computer Assisted Learning, 17(1), 21–33. http://doi.org/10.1111/j.1365-2729.2001.00156.x

Collins, A. M.; Quillian, M. R. (1969). Retrieval time from semantic memory. Journal of Verbal Learning and Verbal Behavior, 8(2), 240–247. http://doi.org/10.1016/S0022-5371(69)80069-1

Cristea, A. I.; Okamoto, T. (2001). Object-oriented Collaborative Course Authoring Environment supported by Concept Mapping in MyEnglishTeacher. Journal of Educational Technology & Society, 4(2), 104–115. http://doi.org/10.2307/jeductechsoci.4.2.104

Crowe, D. a; Averbeck, B. B.; Chafee, M. V; Anderson, J. H.; Georgopoulos, a P. (2000). Mental maze solving. Journal of Cognitive Neuroscience, 12(5), 813–827. http://doi.org/10.1162/089892900562426

D’Mello, S.; Olney, A.; Williams, C.; Hays, P. (2012). Gaze tutor: A gaze-reactive intelligent tutoring system. International Journal of Human-Computer Studies, 70(5), 377–398.

Daley, B. J.; Shaw, C. R.; Balistrieri, T.; Glasenapp, K.; Piacentine, L. (1999). Concept maps: a strategy to teach and evaluate critical thinking. The Journal of Nursing Education, 38(1), 42–47.

Dansereau, D. F. (2005). Node-Link Mapping Principles for Visualizing Knowledge and Information. LNCS, 3426, 61–81.

Dansereau, D. F.; Moreland, J. L.; Chmielewski, T. L. (1997). Recall of Descriptive Information: The Roles of Presentation Format, Annotation Strategy, and Individual Differences. Contemporary Educational Psychology, 22(4), 521–33. http://doi.org/http://dx.doi.org/10.1006/ceps.1997.0950

Davies, M. (2011). Concept mapping, mind mapping and argument mapping: What are the differences and do they matter? Higher Education, 62(3), 279–301. http://doi.org/10.1007/s10734-010-9387-6

DiCecco, V. M.; Gleason, M. M. (2008). Using graphic organizers to attain relational knowledge from expository text. Journal of Learning Disabilities, 35(4), 306–320. http://doi.org/10.1177/00222194020350040201

Dogusoy, B. (2010). Experts’ & Novices’ Concept Map Formation Process: An Eye-Tracking Study. In J. Cook, D. Gillet, F. Henri, M. Joubert, K. Maillet, & D. Peters (Eds.), Fifth Doctoral Consortium at the European Conference on Technology Enhanced Learning (pp. 25–30).

Dogusoy, B. (2012). Cognitive Analysis of Experts ’ and Novices ’ Concept Mapping Processes. Middle East Technical University.

Dogusoy-Taylan, B.; Cagiltay, K. (2014). Cognitive analysis of experts’ and novices’ concept mapping processes: An eye tracking study. Computers in Human Behavior, 36, 82–93. http://doi.org/10.1016/j.chb.2014.03.036

Duchowski, A. T. (2003). Eye tracking methodology: Theory and practice. London: Springer.

Edmondson, K. M. (2000). Assessing science understanding through concept maps. Assessing Science Understanding: A Human Constructivist View, 15–40.

Epelboim, J.; Suppes, P. (2001). A model of eye movements and visual working memory during problem solving in geometry. Vision Research, 41(12), 1561–1574. http://doi.org/S0042-6989(00)00256-X [pii]

Eppler, M. J. (2006). A comparison between concept maps, mind maps, conceptual diagrams, and visual metaphors as complementary tools for knowledge construction and sharing. Information Visualization, 5(3), 202–210. http://doi.org/10.1057/palgrave.ivs.9500131

Esiobu, G. O.; Soyibo, K. (1995). Effects of concept and vee mappings under three learning modes on students’ cognitive achievement in ecology and genetics. Journal of Research in Science Teaching, 32(9), 971–995.

Estes, T. H.; Mills, D. C.; Barron, R. F. (1969). Three methods of introducing students to a reading-learning task in two content subjects. In Herber, Harold L., Ed., Sanders, Peter L., Ed. Research in Reading in the Content Areas: First Year Report (pp. 44–47). Syracuse, NY: Syracuse University Press.

Findlay, J. M.; Gilchrist, I. D. (2003). Active vision: The psychology of looking and seeing. Oxford: Oxford University Press.

Frenck-Mestre, C.; Pynte, J. (1997). Reading in Second and Native Languages. Experimental Psychology, (1), 119–148.

Frenck-Mestre, C. (2005). Eye-movement recording as a tool for studying syntactic processing in a second language: A review of methodologies and experimental findings. Second Language Research, 21(2), 175-198.

Ghoniem, M. (2005). On the readability of graphs using node-link and matrix-based representations: a controlled experiment and statistical analysis. Information Visualization, 4(2), 114–135. http://doi.org/10.1057/palgrave.ivs.9500092

Ghoniem, M.; Fekete, J.-D.; Castagliola, P. (2004). A Comparison of the Readability of Graphs Using Node-Link and Matrix-Based Representations. IEEE Symposium on Information Visualization, 17–24. http://doi.org/10.1109/INFVIS.2004.1

Grant, E. R.; Spivey, M. J. (2003). Eye movements and problem solving. Psychological Science-Cambridge-, 14(5), 462–466.

Hall, R. H.; O’Donnel, A. (1996). Cognitive and affective outcomes of learning from knowledge maps. Contemporary Educational Psychology, 21, 94–101. http://doi.org/10.1006/ceps.1996.0008

Haspelmath, M. (2003). The geometry of grammatical meaning: Semantic maps and cross-linguistic comparison. The New Psychology of Language: Cognitive and …, II(1976), 1–30.

Haugwitz, M.; Nesbit, J. C.; Sandmann, A. (2010). Cognitive ability and the instructional efficacy of collaborative concept mapping. Learning and Individual Differences, 20(5), 536–543. http://doi.org/10.1016/j.lindif.2010.04.004

Hay, D. B. (2007). Using concept maps to measure deep, surface and non‐learning outcomes. Studies in Higher Education, 32(1), 39–57. http://doi.org/10.1080/03075070601099432

Hegarty, M.; Just, M. A. (1993). Constructing mental models of machines from text and diagrams. Journal of Memory and Language, 32(6), 717–742. http://doi.org/10.1006/jmla.1993.1036

Henry, N.; Fekete, J. D.; McGuffin, M. J. (2007). NodeTrix: A hybrid visualization of social networks. IEEE Transactions on Visualization and Computer Graphics, 13(6), 1302–1309. http://doi.org/10.1109/TVCG.2007.70582

Holmqvist, K.; Nyström, M.; Andersson, R.; Dewhurst, R.; Jarodzka, H.; Weijer, J. Van De. (2011). Eye Tracking: A comprehensive guide to methods and measures.

Holten, D.; Van Wijk, J. J. (2009). Force-Directed edge bundling for graph visualization. Computer Graphics Forum, 28(3), 983–990. http://doi.org/10.1111/j.1467-8659.2009.01450.x

Horton, P. B.; McConney, A. a.; Gallo, M.; Woods, A. L.; Senn, G. J.; Hamelin, D. (1993). An investigation of the effectiveness of concept mapping as an instructional tool. Science Education, 77(1), 95–111. http://doi.org/10.1002/sce.3730770107

Hyönä, J. (2010). The use of eye movements in the study of multimedia learning. Learning and Instruction, 20(2), 172–176. http://doi.org/10.1016/j.learninstruc.2009.02.013

Jiang, X.; Grabe, W. (2007). Graphic organizers in reading instruction : Research findings and issues. Reading in a Foreign Language, 19(1), 34–55.

Jianu, R.; Rusu, A.; Hu, Y.; Taggart, D. (2014). How to display group information on node-link diagrams: An evaluation. IEEE Transactions on Visualization and Computer Graphics, 20(In Press), 1530–1541. http://doi.org/10.1109/TVCG.2014.2315995

Just, M. a; Carpenter, P. a. (1980). A theory of reading: from eye fixations to comprehension. Psychological Review, 87(4), 329–354. http://doi.org/10.1037/0033-295X.87.4.329

Karpicke, J. D.; Blunt, J. R. (2011). Retrieval practice produces more learning than elaborative studying with concept mapping. Science (New York, N.Y.), 331(6018), 772–775. http://doi.org/10.1126/science.1204035

Kinchin, I. M.; Hay, D. B.; Adams, A. (2000). How a qualitative approach to concept map analysis can be used to aid learning by illustrating patterns of conceptual development. Educational Research, 42(1), 43–57. http://doi.org/10.1080/001318800363908

Kulhavy, R. W.; Lee, J. B.; Caterino, L. C. (1985). Conjoint retention of maps and related discourse. Contemporary Educational Psychology, 10(1), 28–37. http://doi.org/http://dx.doi.org/10.1016/0361-476X(85)90003-7

Lai, M. L.; Tsai, M. J.; Yang, F. Y.; Hsu, C. Y.; Liu, T. C.; Lee, S. W. Y.; … Tsai, C. C. (2013). A review of using eye-tracking technology in exploring learning from 2000 to 2012. Educational Research Review, 10(88), 90–115. http://doi.org/10.1016/j.edurev.2013.10.001

Lambiotte, J. G.; Dansereau, D. F. (1992). Effects of Knowledge Maps and Prior Knowledge on Recall of Science Lecture Content. The Journal of Experimental Education, 60(3), 189–201. http://doi.org/10.1080/00220973.1992.9943875

Lambiotte, J. G.; Dansereau, D. F.; Cross, D. R.; Reynolds, S. B. (1989). Multirelacional Semantic Maps. Educational Psychology Review, 1(4).

Leontyev, A. N. (1972). Activity and Consciousness. Moscow: Progress Publishers.

Lim, K. Y.; Lee, H. W.; Grabowski, B. (2009). Does concept-mapping strategy work for everyone? the levels of generativity and learners’ self-regulated learning skills. British Journal of Educational Technology, 40(4), 606–618. http://doi.org/10.1111/j.1467-8535.2008.00872.x

Liu, H.-C.; Lai, M.-L.; Chuang, H.-H. (2011). Using eye-tracking technology to investigate the redundant effect of multimedia web pages on viewers’ cognitive processes. Computers in Human Behavior, 27(6), 2410–2417.

Liu, P. L. (2014). Using eye tracking to understand learners’ reading process through the concept-mapping learning strategy. Computers and Education, 78, 237–249. http://doi.org/10.1016/j.compedu.2014.05.011

Liu, P.-L.; Wen, P.-C.; Lai, M.-L.; Chen, C.-J. (2011). Analyzing students’ eye movements of their EFL reading with concept mapping strategy. Proceedings of the 19th International Conference on Computers in Education, ICCE 2011, 31–38.

Marcos, M.-C.; González-Caro, C. (2010). Comportamiento de los usuarios en la página de resultados de los buscadores. Un estudio basado en eye tracking. El Profesional de La Informacion, 19(4), 348–358. http://doi.org/10.3145/epi.2010.jul.03

Markham, K. M.; Mintzes, J. J.; Jones, M. G. (1994). The concept map as a research and evaluation tool: Further evidence of validity. Journal of Research in Science Teaching, 31(1), 91–101. http://doi.org/10.1002/tea.3660310109

Mayer, R. E. (1979). Can advance organizers influence meaningful learning? Review of Educational Research, 371–383.

Mayer, R. E. (2010). Unique contributions of eye-tracking research to the study of learning with graphics. Learning and Instruction, 20(2), 167–171. http://doi.org/10.1016/j.learninstruc.2009.02.012

McCagg, E. C.; Dansereau, D. F. (1991). A Convergent Paradigm for Examining Knowledge Mapping as a Learning Strategy. Journal of Educational Research, 84(6).

Merkley, D. M.; Jefferies, D. (2000). Guidelines for implementing a graphic organizer. The Reading Teacher, 54(4), 350–357.

Milam, J. H.; Santo, S. A.; Heaton, L. A. (2000). Concept Maps for Web-Based Applications. ERIC Technical Report.

Molinari, G.; Sangin, M.; Nüssli, M.-A.; Dillenbourg, P. (2008). Effects of knowledge interdependence with the partner on visual and action transactivity in collaborative concept mapping. In 8th International Conference of the Learning Sciences 2008 (ICLS 2008) (pp. 91–98).

Moore, D. W.; Readence, J. F. (1984). A quantitative and qualitative review of graphic organizer research. The Journal of Educational Research, 78(1), 11–17.

Mu, X. (2010). Towards effective video annotation: An approach to automatically link notes with video content. Computers & Education, 55(4), 1752–1763. http://doi.org/http://dx.doi.org/10.1016/j.compedu.2010.07.021

Nesbit, J. C.; Adesope, O. (2005). Dynamic concept maps. In World Conference on Educational Multimedia, Hypermedia and Telecommunications (Vol. 2005, pp. 4323–4329).

Nesbit, J. C.; Adesope, O. O. (2006). Learning With Concept and Knowledge Maps: A Meta-Analysis. Review of Educational Research, 76(3), 413–448. http://doi.org/10.3102/00346543076003413

Nesbit, J. C.; Adesope, O. O. (2011). Learning from Animated Concept Maps with Concurrent Audio Narration. Journal of Experimental Education, 79(2), 209–230. http://doi.org/10.1080/00220970903292918

Nesbit, J. C.; Adesope, O. O. (2013). Concept maps for learning. In Learning Through Visual Displays Gregory Schraw (Editor), Matthew T. McCrudden (Editor), Daniel Robinson (Editor) (pp. 303–328). Information Age Publishing.

Nesbit, J. C.; Larios, H.; Olusola Adesope, S. F. J. N. H. L. (2007). How Students Read Concept Maps : A Study of Eye Movements. In J. Montgomerie, C. & Seale (Ed.), World Conference on Educational Multimedia, Hypermedia and Telecommunications (pp. 961–3970). Vancouver, Canada: Association for the Advancement of Computing in Education (AACE).

Novak, J. D. (1990a). Concept mapping: A useful tool for science education. Journal of Research in Science Teaching, 27(10), 937–949. http://doi.org/10.1002/tea.3660271003

Novak, J. D. (1990b). Concept maps and Vee diagrams: two metacognitive tools to facilitate meaningful learning. Instructional Science, 19(1), 29–52. http://doi.org/10.1007/BF00377984

Novak, J. D. (1998). Learning, creating, and using knowledge: Concept maps(R) as facilitative tools in schools and corporations. Mahweh, NJ: Lawrence Erlbaum Associates.

Novak, J. D.; Cañas, A. J. (2006). La teoría subyacente a los mapas conceptuales y cómo construirlos. Florida Institute for Human and Machine Cognition (IHMC).

Novak, J. D.; Gowin, D. B. (1984). Learning how to learn. Cambridge University Press.

O’Donnell, A. M.; Dansereau, D. F.; Hall, R. H. (2002). Knowledge maps as scaffolds for cognitive processing. Educational Psychology Review. http://doi.org/10.1023/A:1013132527007

Okebukola, P. A.; Olugbemiro, J. J. (1988). Cognitive preference and learning mode as determinants of meaningful learning through concept mapping. Science Education, 72(4), 489–500. http://doi.org/10.1002/sce.3730720408

Ozcelik, E.; Arslan-Ari, I.; Cagiltay, K. (2010). Why does signaling enhance multimedia learning? Evidence from eye movements. In Computers in Human Behavior (Vol. 26, pp. 110–117). Elsevier.

Ozcelik, E.; Karakus, T.; Kursun, E.; Cagiltay, K. (2009). An eye-tracking study of how color coding affects multimedia learning. Computers & Education, 53(2), 445–453.

Paivio, A. (1986). Mental representations. New York: Oxford University Press.

Paivio, A. (1991). Dual Coding Theory: Retrsoect and Current Status. Canadian Journal of Psychology, 45(3), 255–287112.

Patterson, M. E.; Dansereau, D. F.; Wiegmann, D. a. (1993). Receiving information during a cooperative episode: Effects of communication aids and verbal ability. Learning and Individual Differences, 5(1), 1–11. http://doi.org/10.1016/1041-6080(93)90022-K

Pearsall, N. R.; Skipper, J. O. E. L. J.; Mintzes, J. J. (1997). Knowledge Restructuring in the Life Sciences : A Longitudinal Study of Conceptual Change in Biology. Science Education, 81, 193–215. http://doi.org/10.1002/(SICI)1098-237X(199704)81:2<193::AID-SCE5>3.0.CO;2-A

Ponce, H. R.; Mayer, R. E. (2014a). An eye movement analysis of highlighting and graphic organizer study aids for learning from expository text. Computers in Human Behavior, 41, 21–32. http://doi.org/10.1016/j.chb.2014.09.010

Ponce, H. R.; Mayer, R. E. (2014b). Qualitatively different cognitive processing during online reading primed by different study activities. Computers in Human Behavior, 30, 121–130. http://doi.org/10.1016/j.chb.2013.07.054

Pradhan, A. K.; Divekar, G.; Masserang, K.; Romoser, M.; Zafian, T.; Blomberg, R. D.; … Fisher, D. L. (2011). The effects of focused attention training on the duration of novice drivers’ glances inside the vehicle. Ergonomics, 54(10), 917–931. http://doi.org/10.1080/00140139.2011.607245

Quillian, M. R. (1967). Word Concepts: A Theory and Simulation of Some Basic Semantic Capabilities. Behavioral Science, 12(5).

Rayner, K. (1998). Eye movements in reading and information processing: 20 years of research. Psychological Bulletin, 124(3), 372–422. http://doi.org/10.1037/0033-2909.124.3.372

Rayner, K.; Chace, K. H.; Slattery, T. J.; Ashby, J. (2006). Eye Movements as Reflections of Comprehension Processes in Reading. Scientific Studies of Reading, 10(3), 241–255. http://doi.org/10.1207/s1532799xssr1003_3

Robinson, D. H.; Katayama, A. D.; Dubois, N. F.; Devaney, T. (1998). Interactive Effects of Graphic Organizers and Delayed Review on Concept Application. The Journal of Experimental Education, 67(1).

Robinson, D. H.; Kiewra, K. A. (1995). Visual argument: Graphic organizers are superior to outlines in improving learning from text. Journal of Educational Psychology, 87(3), 455–467. http://doi.org/10.1037/0022-0663.87.3.455

Roth, W.-M.; Roychoudhury, A. (1992). The Social Construction of Scientific Concepts or the Concept Map as Conscription Device and Tool for Social Thinking in High School Science. Science Education, 76(5), 531–557. http://doi.org/10.1002/sce.3730760507

Roth, W.-M.; Roychoudhury, A. (1993). The concept map as a tool for the collaborative construction of knowledge: A microanalysis of high school physics students. Journal of Research in Science Teaching, 30(5), 503–534. http://doi.org/10.1002/tea.3660300508

Rovira, C. (2013). La consulta de mapas conceptuales: estudio mediante eye-tracker. BiD, 31.

Rovira, C. (2005). El editor de mapas conceptuales DigiDocMap y la norma Topic Maps. Hipertext.net, 3, 2005.

Rovira, C. (1999). Documents hipertextuals per a entorns virtuals d'aprenentatge. Revista digital d'Humanitats. Digit·HVM, núm 1.

Rueda, U.; Larranaga, M.; Arruarte, A.; Elorriaga, J. A. (2003). Dynamic visualization of student models using concept maps. In H. Hoppe, F. Verdejo, & J. Kay (Eds.), Artificial Intelligence In Education: Shaping the Future of Learning through Intelligent Technologies (Vol. 97, pp. 89–96). Amsterdam, Netherlands: IOS Press.

Ruiz-Primo, M. A.; Shavelson, R. J. (1996). Problems and issues in the use of concept maps in science assessment. JOURNAL OF RESEARCH IN SCIENCE TEACHING, 33(6), 569–600. http://doi.org/10.1002/(SICI)1098-2736(199608)33:6<569::AID-TEA1>3.0.CO;2-M

She, H. C.; Chen, Y. Z. (2009). The impact of multimedia effect on science learning: Evidence from eye movements. Computers and Education, 53(4), 1297–1307. http://doi.org/10.1016/j.compedu.2009.06.012

Stewart, J. (1979). Concept Maps: A Tool for Use in Biology Teaching. American Biology Teacher, 41(3), 171–175.

Stoyanova, N.; Kommers, P. (2002). Concept Mapping as a Medium of Shared Cognition in Computer-Supported Collaborative Problem Solving. Journal of Interactive Learning Research, 13(1), 111–133.

Stull, A. T.; Mayer, R. E. (2007). Learning by doing versus learning by viewing: Three experimental comparisons of learner-generated versus author-provided graphic organizers. Journal of Educational Psychology, 99(4), 808–820. http://doi.org/10.1037/0022-0663.99.4.808

Sturm, J. M.; Rankin-Erickson, J. L. (2002). Effects of Hand-Drawn and Computer-Generated Concept Mapping on the Expository Writing of Middle School Students with Learning Disabilities. Learning Disabilities Research & Practice, 17(2), 124–139. http://doi.org/10.1111/1540-5826.00039

Sweller, J. (1988). Cognitive load during problem solving: Effects on learning. Cognitive Science, 12(2), 257–285. http://doi.org/10.1016/0364-0213(88)90023-7

Tramullas, J.; Snchez-Casabn, A.-I.; Garrido-Picazo, P. (2009). Gestin de informacin personal con software para mapas conceptuales. El Profesional de La Informacion, 18(6), 601612. http://doi.org/10.3145/epi.2009.nov.03

Turns, J.; Atman, C. J.; Adams, R. (2000). Concept maps for engineering education: A cognitively motivated tool supporting varied assessment functions. IEEE Transactions on Education, 43(2), 164–173. http://doi.org/10.1109/13.848069

Underwood, G.; Jebbett, L.; Roberts, K. (2004). Inspecting pictures for information to verify a sentence: Eye movements in general encoding and in focused search. The Quarterly Journal of Experimental Psychology. A, Human Experimental Psychology, 57(1), 165–182. http://doi.org/10.1080/02724980343000189

Van Amelsvoort, M.; van der Meij, J.; Anjewierden, A.; van der Meij, H. (2013). The importance of design in learning from node-link diagrams. Instructional Science, 41(5), 833–847. http://doi.org/10.1007/s11251-012-9258-x

Van Boxtel, C.; van der Linden, J.; Roelofs, E.; Erkens, G. (2002). Collaborative concept mapping: Provoking and supporting meaningful discourse. Theory into Practice, 41(1), 40–46.

Van Der Auwera, J. (2008). In defense of classical semantic maps. Theoretical Linguistics, 34(1), 39–46. http://doi.org/10.1515/THLI.2008.002

Van Der Auwera, J.; Plungian, V. A. (1998). Modality’s semantic map. Linguistic Typology, 2(1).

Van Gog, T.; Scheiter, K. (2010). Eye tracking as a tool to study and enhance multimedia learning. Learning and Instruction, 20(2), 95–99. http://doi.org/10.1016/j.learninstruc.2009.02.009

Vekiri, I. (2002). What is the value of graphical displays in learning? Educational Psychology Review, 14(3), 261–312. http://doi.org/10.1023/A:1016064429161

Wallace, D. F. (1998). The effect of knowledge maps that incorporate gestalt principles on learning. The Journal of Experimental Education, 67(1), 5–16.

Wallace, J. D.; Mintzes, J. J. (1990). The concept map as a research tool: Exploring conceptual change in biology. Journal of Research in Science Teaching, 27(10), 1033–1052. http://doi.org/10.1002/tea.3660271010

Waller, R. (1981). Understanding Network Diagrams. In Annual Meeting of the American Educational Research Association. Los Angeles CA.

Ware, C.; Gilman, A. T.; Bobrow, R. J. (2008). Visual thinking with an interactive diagram. In G. Stapleton, J. Howse, & J. Lee (Eds.), Diagrammatic Representation and Inference. 5th International Conference, Diagrams (pp. 118–126). Herrsching, Germany: Lecture Notes in Computer Science. http://doi.org/10.1007/978-3-540-87730-1_13

Wiebe, E. N.; Minogue, J.; Gail Jones, M.; Cowley, J.; Krebs, D. (2009). Haptic feedback and students’ learning about levers: Unraveling the effect of simulated touch. Computers & Education, 53(3), 667–676. http://doi.org/http://dx.doi.org/10.1016/j.compedu.2009.04.004

Wiegmann, D. a.; Dansereau, D. F.; McCagg, E. C.; Rewey, K. L.; Pitre, U. (1992). Effects of knowledge map characteristics on information processing. Contemporary Educational Psychology, 17(2), 136–155. http://doi.org/10.1016/0361-476X(92)90055-4

Willerman, M.; Mac Harg, R. A. (1991). The concept map as an advance organizer. Journal of Research in Science Teaching, 28(8), 705–711. http://doi.org/10.1002/tea.3660280807

Winn, W. (1991). Learning from maps and diagrams. Educational Psychology Review, 3(3), 211–247. http://doi.org/10.1007/BF01320077


Downloads

Downloads per month over past year

Actions (login required)

View Item View Item
Contact us
Send email Sponsors
Sponsor: AIMS Sponsor: D&P Sponsor: UniNa CAB Get connected
Facebook Facebook Twitter Twitter Linkedin LinkedIn RSS RSS